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Topic

Academic achievement

About: Academic achievement is a research topic. Over the lifetime, 69460 publications have been published within this topic receiving 2227289 citations. The topic is also known as: academic performance & educational achievement.


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Journal ArticleDOI
TL;DR: The authors suggest that extended programs may be useful for students seeking personal enrichment and for some with academic problems but that they do not seem particularly helpful to students with major emotional disturbances.
Abstract: The performance of 32 medical school graduates who had pursued a reduced course load ("extended program") for one or more years during medical school was examined during the first postgraduate year (PGY-1) of training. Those with academic problems as undergraduates performed at only a slightly lower than average level, while those who had extended their curricula to pursue personal or extracurricular interests tended to perform at a better than average level in the PGY-1 residency. Graduates with significant emotional disorders in medical school who pursued a reduced course load had a high (35 percent) dropout rate during the residency that occurred despite expert psychiatric care and substantial support during medical school and the residency. The authors suggest that extended programs may be useful for students seeking personal enrichment and for some with academic problems but that they do not seem particularly helpful to students with major emotional disturbances.

466 citations

Journal ArticleDOI
TL;DR: Researchers are calling for more research into the factors that account for K-12 student success in distance education and virtual school environments and more design research approaches than traditional comparisons of student achievement in traditional and virtual schools.
Abstract: Virtual schooling was first employed in the mid-1990s and has become a common method of distance education used in K-12 jurisdictions. The most accepted definition of a virtual school is an entity approved by a state or governing body that offers courses through distance delivery - most commonly using the Internet. While virtual schools can be classified in different ways, the three common methods of delivery are by independent, asynchronous or synchronous means. Presently, the vast majority of virtual school students tended to be a select group of academically capable, motivated, independent learners. The benefits associated with virtual schooling are expanding educational access, providing high-quality learning opportunities, improving student outcomes and skills, allowing for educational choice, and achieving administrative efficiency. However, the research to support these conjectures is limited at best. The challenges associated with virtual schooling include the conclusion that the only students typically successful in online learning environments are those who have independent orientations towards learning, highly motivated by intrinsic sources, and have strong time management, literacy, and technology skills. These characteristics are typically associated with adult learners. This stems from the fact that research into and practice of distance education has typically been targeted to adult learners. The problem with this focus is that adults learn differently than younger learners. Researchers are calling for more research into the factors that account for K-12 student success in distance education and virtual school environments and more design research approaches than traditional comparisons of student achievement in traditional and virtual schools.

465 citations

Journal ArticleDOI
TL;DR: In this paper, the authors conducted a 5-month period of interviews and observations in four effective migrant-impacted school districts in the United States and found that these schools were successful at involving parents because they aimed to meet parental needs above all other involvement considerations.
Abstract: Migrants are one of the most academically vulnerable groups in the United States, constantly faced with economic, health, and work-related problems that translate into lower academic achievement and higher dropout rates. These hardships make it difficult for schools to effectively negotiate the parental involvement terrain and promote academic success for this group. Because of the paucity of literature on effective parental involvement practices for migrants, we sought to fill this gap in the literature. Using a qualitative approach, interviews and observations were conducted in four effective migrant-impacted school districts throughout a 5-month period. Findings suggest these schools were successful at involving parents because they aimed to meet parental needs above all other involvement considerations. In other words, schools were successful not because they subscribed to a particular definition of involvement, but because they held themselves accountable to meet the multiple needs of migrant parents...

465 citations

Journal ArticleDOI
TL;DR: In this article, the authors respond to Dan Goldhaber and Dominic Brewer's article in the Summer 2000 issue of Educational Evaluation and Policy Analysis that claimed from an analysis of NELS teacher and student da...
Abstract: The authors respond to Dan Goldhaber and Dominic Brewer’s article in the Summer 2000 issue of Educational Evaluation and Policy Analysis that claimed from an analysis of NELS teacher and student da...

465 citations

Journal ArticleDOI
TL;DR: The authors tested the hypothesis that effort attributional feedback concerning past accomplishments promotes percepts of self-efficacy and mathematical achievement, and found that the feedback for past achievement led to more rapid progress in mastering subtraction operations, greater skill development, and higher perceived selfefficacy.
Abstract: This experiment tested the hypothesis that effort attributional feedback concerning past accomplishments promotes percepts of self-efficacy and mathematical achievement. Children who lacked subtraction skills received didactic training in subtraction operations with effort attributional feedback concerning past achievement, with feedback concerning future achievement, or with no feedback. Results showed that attributional feedback for past achievement led to more rapid progress in mastering subtraction operations, greater skill development, and higher percepts of self-efficacy. Results of a multiple regression analysis showed that percepts of efficacy and training progress each accounted for a significant increment in the explained portion of variability in posttest skill. This study helps to clarify the role of effort attributional feedback in achievement contexts.

464 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20241
2023760
20221,530
20211,695
20202,633
20192,737